International Journal of Bilingual Education and Bilingualism (Int J Biling Educ Biling)

Publisher: Taylor & Francis (Routledge)

Journal description

International Journal of Bilingual Education and Bilingualism. In recent decades, few topics have become so internationally important as bilingualism, multilingualism, bilingualism education and the acquisition of new languages. In the first century of the new millenium, as international communications increase, technological changes facilitate international relationships, and travelling between countries and across oceans becomes more common, the international importance of bilingual education and bilingualism is expected to rise steeply. At the same time, there is increasing concern and interest about language minorities and the survival of indigenous and immigrant languages. Just as there has been interest in preserving the wonderful variety among flora and fauna, the preservation of linguistic and cultural diversity has become internationally important so as to maintain the colourful diversity of human existence. This new journal aims to spread international developments, initiatives, ideas and and research on bilingualism and bilingual education, and to ensure collaboration between different continents, allowing rapid access to up-to-date information in an easily digestible form.

Current impact factor: 0.81

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 4.80
Immediacy index 0.15
Eigenfactor 0.00
Article influence 0.00
Website International Journal of Bilingual Education and Bilingualism website
Other titles International journal of bilingual education and bilingualism (Online)
ISSN 1747-7522
OCLC 57378277
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
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    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study analyses the crisis of English teaching in Pakistan. The study examines stakeholders’ perceptions and classroom practices to identify theoretical fault lines and institutional/pedagogical challenges in the low-fee schools. We deem such research critical in the backdrop of public’s heavy reliance and feverish pursuit of low-fee English-medium schools which have expanded exponentially off late. Deploying mixed methodology that utilized a questionnaire, interviews and observation, the research draws information from students, teachers and school principals. Results suggest that most respondents perceive early-English policy inevitable, and believe that the earlier the English-medium policy, the better. Respondents’ majority also views additive multilingual policy unfavorably presuming that more languages will amount to learners’ confusion. Teaching mother tongues is being perceived as waste of time. Actual English teaching practices appear illusory, as direct and contextualized use of English is a rare feature while Urdu stands as the de facto medium of classroom transactions. Grammar-translation methodologies and classrooms activities leave little potential for communicative competence, concept formulation and linguistic internalization. We conclude that although respondents’ support for English-medium policy is rational; however, it is fraught with illusions as neither teaching/learning practices replicate English-medium policy nor bi/multilingual education research supports foreign language as medium for early schooling.
    International Journal of Bilingual Education and Bilingualism 08/2015;
  • [Show abstract] [Hide abstract]
    ABSTRACT: The goal of this study is to identify new dimensions of language attitudes to allow for both their multidimensionality and possible language-specificity stemming from local sociolinguistic environments. Adopting a two-step methodology comprising (1) elicitation of adjectives in group interviews and (2) employment of the semantic differential technique within a direct approach, this article demonstrates that language attitudes of bilinguals may be made up of a number of latent dimensions that go beyond those found in previous academic studies. In particular, Italian English bilinguals in Australia rate their languages according to three idiosyncratic dimensions only partly ascertained in the literature: attractiveness, superiority and efficiency. These three dimensions, emerged through rotated principal component analysis, reveal the significance of bilingualism in attitude formation. Moreover, this study provides insights on language attitudes as constructions avulsed from their contextualised manifestations and indeed accounts for both their language-specific singularity and intrinsic multidimensionality.
    International Journal of Bilingual Education and Bilingualism 01/2015; 18(1):1-25. DOI:10.1080/13670050.2013.864253
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    ABSTRACT: This article draws on genre theory in a biliteracy context to analyze how one US–Mexico border-crossing graduate student used her genre knowledge and meta-knowledge in her first language, Spanish, as a resource for navigating disciplinary-based genres in her second language, English. The student's strategic use of her L1 genre meta-knowledge from non-university contexts to realize academic literacy tasks in her L2 represented a form of recontextualization, where meanings move and get re-shaped across contexts. This strategic negotiation, in turn, served to disrupt the notions of ‘novice’ and ‘expert’ that are prominent in the composition studies literature on second language writers, where students are seen to be moving on a linear trajectory from novice to expert status in academic writing. The article discusses implications for genre-based research and pedagogy for multilingual learners crossing linguistic, cultural, and disciplinary boundaries in their academic studies.
    International Journal of Bilingual Education and Bilingualism 11/2012; 15(6):1-15. DOI:10.1080/13670050.2012.699946